Hutton Rudby Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Hutton Rudby Primary School is a friendly and welcoming school. The vast majority of pupils report that they are happy to come here and that staff are caring.

Pupils behave well in lessons and around school. Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

There are positive relationships between staff and pupils.

Pupils attend well and say that they love coming to this school, as their lessons are interesting. Pupils report that they feel safe in school and have a trusted adult should they have a concern. Staff have high expectations for behaviour, and pupils follow the rules well.

The ...school values are well known and understood by pupils. In discussions, pupils often refer to how these values help them, such as remembering to be healthy in mind and body.

Pupils enjoy taking on responsibilities and show great enthusiasm for these roles.

They can become prefects, members of the school council, house captains and sports leaders. There are weekly assemblies to celebrate success. Pupils are very keen that their class achieves the weekly attendance award.

The caretaker gives certificates to the class with the tidiest classroom. These awards inspire pupils to be motivated and responsible.

What does the school do well and what does it need to do better?

There has been much work of late to review the school's curriculum.

Thought has been given to what knowledge pupils need to know and when this should be taught. Some subjects have new curriculums in place, and early indications show that this is having a positive impact. For example, in mathematics, pupils' exercise books now show a greater consistency of approach.

Pupils are also able to demonstrate how they are helped to remember what they are taught. In geography, lessons begin with quizzes and tests to check previous knowledge. Pupils recognise that this helps them to remember key facts.

Staff use assessment to check what pupils know; however, this is not always consistently applied at every opportunity. Sometimes, only pupils with their hands up are asked to answer questions. This means that too few pupils have their knowledge regularly checked.

Pupils with SEND access the same curriculum as their peers. The school has recently reviewed the provision for pupils with SEND, and there are now clearer systems in place. Classroom staff use information on support plans to help pupils access their work.

There is a recent focus on ensuring that pupils do not have too many targets. This enables staff to be more precise in their support.

Reading is a priority throughout the school.

Children in Reception Year get off to the best start with the early teaching of phonics. This ensures an interest in learning letters and sounds. During independent time, many children in Reception Year chose to practise the new sounds they had recently learned.

Staff are well trained to deliver the phonics programme, and they value the professional development they have accessed. Pupils' phonic knowledge is regularly assessed, and staff quickly spot if there is a weakness in pronouncing sounds or reading individual letters. There is intervention in place for pupils who do fall behind.

As a result, the vast majority of pupils learn to read well at an age-expected level. Older pupils are encouraged to be ambitious with their book choices. They enjoy reading fiction and non-fiction.

One Year 6 pupil proudly discussed their reading book, 'I am Malala', illustrating that challenging texts are available to older pupils.

Pupils behave well in lessons, and learning is not disrupted. From the early years, children are quickly taught about routines and expectations.

There is a calm, orderly and purposeful atmosphere around the school. Pupils are knowledgeable about being tolerant and respectful to all. They discuss how the curriculum for personal, social and health education has taught them the importance of this.

However, some aspects of the spiritual, moral, social and cultural (SMSC) curriculum are not as comprehensive as others. Pupils cannot discuss faith and religion as confidently as other aspects of their SMSC curriculum, such as equality.

Leaders and the governing body have a shared vision for their community.

They have an accurate understanding of the school's strengths and areas for development. Members of the governing body provide support but also hold leaders to account. At subject leadership level, there are some new leaders in role.

These staff are being supported by the school to develop. Staff feel valued and are overwhelmingly proud to work at this school. All staff feel very well supported.

Leaders are considerate of staff's well-being and workload. The school asks parents their views using surveys, and leaders support pupils to participate in community fundraising events.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not consistently check pupils' prior understanding effectively. As a result, teachers do not ensure that they know that all pupils have secure knowledge and understanding before moving on to new learning. The school should ensure that all teachers use formative assessment consistently well so that pupils are fully ready for new curriculum content.

• Aspects of SMSC education are not fully developed in the school's personal development offer. This includes pupils' knowledge and understanding of faith and religion. As a result, pupils lack confidence when discussing what they specifically know about faith and religion.

The school should place equal emphasis on all areas of SMSC in its curriculum design. ? Subject leaders who are new to their roles need continued support to implement, monitor and evaluate their curriculums effectively. The school should ensure that there is a focus on building the knowledge and skills of subject leaders through professional development and regular monitoring.

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